A Call to Action for a Programmatic Approach to Addressing Health Disparities and Cultural Competency in Pharmacy Education

Armbruster, Anastasia L.; Henson, Brianna; Alsharif, Naser Z.

doi:10.5688/ajpe8412

Cited by 12 publications

(6 citation statements)

References 14 publications

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“…Regarding the question about the recognition of the participants’ lack of knowledge and their positive intention to learn more, the results point in the direction of other recent studies that come to similar results [ 17 , 18 , 19 ]. The answers given about the willingness of the participants to listen before asking questions or about the fact that individual differences are an important part of people’s identities were satisfactory.…”

Section: Discussionsupporting

confidence: 75%

“…The answers given about the willingness of the participants to listen before asking questions or about the fact that individual differences are an important part of people’s identities were satisfactory. Recent research states that professional caring values exert a partial mediating effect on the relationship between compassion, cultural competence, and mental health balance [ 17 ].…”

Section: Discussionmentioning

confidence: 99%

“…An awareness that stereotypical attitudes and discriminatory actions can dehumanize and even encourage violence against individuals because of their membership in groups that are different from themselves was reported as high by the majority of the participants. Aligned to the previous satisfactory high percentages is the response that participants know their family’s story of immigration and assimilation into Cyprus and they continue to develop their capacity for assessing areas where there are gaps [ 17 , 18 , 20 ].…”

Section: Discussionmentioning

confidence: 99%

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Self-Assessment of Health Professionals’ Cultural Competence: Knowledge, Skills, and Mental Health Concepts for Optimal Health Care

Argyriadis

Patelarou

Paoullis

et al. 2022

IJERPH

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Current research often refers to cultural competence to improve health care delivery. In addition, it focuses on the cultural uniqueness of each health service user for optimal personalized care. This study aimed to collect self-assessment data from health professionals regarding their cultural competence and to identify their development needs. A mixed methods design was adopted using the Cultural Competence Self-assessment Checklist of the Central Vancouver Island Multicultural Society. This was translated into Greek, validated, and then shared with health professionals in Cyprus. Subsequently, a semi-structured interview guide was designed and utilized. This was structured in exactly the same question categories as the questionnaire. Data collection took place between October 2021 and May 2022, and convenience sampling was used to recruit 499 health scientists in Cyprus. The sample comprised doctors, nurses, psychologists, midwives, social workers, and physiotherapists. Subsequently, 62 interviews were conducted with participants from the same specialties. The results showed that (compared to other health professionals) nurses and psychologists are more sensitive to issues of cultural competence. It would appear that the more socially oriented sciences had better-prepared healthcare staff to manage diversity in context. However, there is a gap between knowledge and skills when comparing doctors to nurses; they seem to be more skilled and willing to intervene actively in cases of racist behavior or problem-solving. In conclusion, participants identified the importance of their cultural competence; they also realized the importance of optimal planning of personalized health care. There is a significant need for continuous and specialized cultural competence training for all health professions.

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Section: Discussionsupporting

confidence: 75%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Self-Assessment of Health Professionals’ Cultural Competence: Knowledge, Skills, and Mental Health Concepts for Optimal Health Care

Argyriadis

Patelarou

Paoullis

et al. 2022

IJERPH

View full text Add to dashboard Cite

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“…The unexpected emergence and widespread of the coronavirus disease (COVID-19) curtailed the normal order on multiple fronts, including education. Most countries closed down schools to mitigate the spread of the pandemic (Garber et al, 2019;Lugonzo, 2020;Armbruster et al, 2021). As of March 2020, over 1.7 billion learners were out of school due to COVID-19 (Dhawan, 2020;Karalis & Raikou, 2020), corresponding to about over 90% of the world student population (d 'Orville, 2020).…”

Section: Introductionmentioning

confidence: 99%

Inequality in accessing learning during pandemic crises in developing countries: Reflections from COVID-19-induced online learning at a Kenyan pharmacy school

Njambi

Mayoka

2021

Pharm Educ

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Background: Virtual learning platforms gained unprecedented prominence after the coronavirus disease 2019 (COVID-19) outbreak. Assuring the quality of education and student satisfaction are critical, especially in developing countries often plagued with infrastructural limitations, including information technology. Objectives: This study was conducted to assess the perceptions of students at a Kenyan Pharmacy School of online learning with regards to affordability and overall effectiveness. Methods: A cross-sectional study was conducted using an online survey containing pre-determined questions aligned to achieve the research objectives. Results: Students in senior classes (Fifth year) viewed online learning more favourably and had fewer challenges with accessibility than students in the lower classes (First year to third year). Conclusion: The study identified areas of strength, such as convenience, time-efficiency, and self-initiative, as well as weaknesses, including inequitable access, internet connectivity challenges, and unsatisfactory lecturer digital competency, with relation to online learning.

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“…e importance of cultural competence training has been considered in several pharmacy education statements as part of the Pharmacists' Patient Care Process [23,24]. Nevertheless, there are significant discrepancies in implementing cultural competence into curricula, while little consensus exists on how with a logical and pedagogical coherence [25]: consequently, a cultural and interdisciplinary approach should be considered in the curriculum design process, respecting the laws and pedagogical principles to guide the training of professionals. For the time being, cultural competence, if often absent or an inadequately taught topic, continues in several pharmacy schools in the United States and other countries [26].…”

Section: Literature Reviewmentioning

confidence: 99%

An Approach to Cultural Competence Education into the Pharmacy Curriculum: Glances from the Cuban Framework

Sánchez

Salmon

2022

Education Research International

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Cultural competence is crucial for improved health outcomes in populations. In addition to knowledge and skills, cultural competence involves a confident attitude that underlines regard across all cultures. The importance of cultural competence training has been considered in several pharmacy education statements as part of the Pharmacists’ Patient Care Process. Nevertheless, there is a significant discrepancy in the implementation of cultural competence in a curriculum. There is no consensus on how this could be implemented from a view of logical and pedagogical coherence. Consequently, a cultural and interdisciplinary approach should be considered in the curriculum design process respecting the laws and pedagogical principles that guide the process of training professionals at the universities and pharmacy schools. The main purpose of the study is to describe a cultural background to implement cultural competence education in the Cuban pharmacy curriculum. The data for this study was collected through an overall literature review. Using terms specific to Cuban health care, culture, and education, combined with terms linked to cultural competence, global health, and pharmacy education. Relevant statements by the Pan American Health (PAHO) and World Health Organizations (WHO) were extracted. Electronic sites for the American Journal of Pharmaceutical Education, Currents in Pharmacy Teaching and Learning, and Pharmacy Education were reviewed. Scopus, Google Scholar, EBSCO Host, International Pharmaceutical Abstracts, and Web of Knowledge databases were examined. The outcomes of this study reveal that Cuba is a culturally rich country with complex and diverse perspectives on health. Cuban culture is the result of extremely broad and tedious transculturation processes; therefore, it is not possible to exhaust the subject in a single inquiry. Health and education in Cuba are politically entwined; statistical data, arguments, and related information are not always available to be studied or compared. This study identifies the need for a sincere effort toward global pharmacy education’s purpose; respect for religious values, traditional beliefs, historic and political factors were also taken into consideration to design a framework for cultural competence with Cuban pharmacy curricula. The repercussions of the current study will be valuable to developing curricular improvement processes aimed at implementing cultural competency in pharmacy education taking into consideration an essentially cultural perspective. Furthermore, this study offers a background to simplify culturally sensitive exchanges among practitioners, undergraduates, stakeholders, and other faculties of pharmacy members from Cuba and other nations when they involve health care and pharmacy practice or education.

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A Call to Action for a Programmatic Approach to Addressing Health Disparities and Cultural Competency in Pharmacy Education

Cited by 12 publications

References 14 publications

Self-Assessment of Health Professionals’ Cultural Competence: Knowledge, Skills, and Mental Health Concepts for Optimal Health Care

Self-Assessment of Health Professionals’ Cultural Competence: Knowledge, Skills, and Mental Health Concepts for Optimal Health Care

Inequality in accessing learning during pandemic crises in developing countries: Reflections from COVID-19-induced online learning at a Kenyan pharmacy school

An Approach to Cultural Competence Education into the Pharmacy Curriculum: Glances from the Cuban Framework

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